Table 2.

CR-CBS scoring rubric

Classroom Management Practices	Yes	No	Notes
Classroom Structure
Is there a daily schedule posted such that all students can see and understand what is expected, when it will occur, and how long it will last?
Is this daily schedule available in Spanish?
Are there pictures or images to accompany the daily schedule?
Is cultural diversity valued in the classroom as evidenced by materials and signage in the classroom (i.e., signs reflect student diversity, posted projects reflect diversity, classroom decorations reflect diversity), with at least three ethnicities represented; both genders represented, special populations represented?
Classroom Rules/Expectations
Are there three to five positively stated classroom rules displayed in a manner that all students can see?
Are the classroom rules translated into Spanish?
Are the classroom rules available in pictures or images?
Can three out of three students state the classroom rules in English?
Can three out of three students state the classroom rules in Spanish?
Reinforcement
Does the teacher provide a 4:1 ratio of positive acknowledgments for every negative or error correction (as measured by the attached data sheet)?
Does the teacher offer positive acknowledgments in English and Spanish (as measured by the attached frequency data sheet)?
Do students receive descriptive praise for correct and appropriate behavior (as measured by the attached frequency data sheet)?
Is descriptive praise also offered in Spanish (as measured by attached frequency data sheet)?
Is student diversity evident in the diversity of reinforcement options (i.e., are reinforcements student selected or teacher selected)?
Instructional Practices
Does the teacher directly teach classroom rules and expectations during the observation period?
Does the teacher directly teach classroom procedures and routines during the observation period?
Is there use of quiet cues, or noise control procedures during the observation period (Focus Pocus; Give me 5; 1,2,3 Eyes on Me; nonverbal hand motions)?
Does the teacher utilize warm-up techniques during the observation period (i.e., a word problem on the white board, a vocabulary word on the white board, a daily journaling assignment, stretching, music, a countdown to the next assignment)?
Are students offered various types of opportunities to respond (e.g., cooperative learning or productive group work, agree and disagree, individual white boards, thumbs-up and thumbs-down) throughout the observation period?
Are students offered multiple opportunities to respond throughout the observation period? What is the frequency of student responses during the observation period (as measured by the attached data sheet)?
Are students allowed to respond to questions in Spanish? If observed, please list the frequency of responses in Spanish on the attached data sheet.
Does the teacher use multiple (at least two different) teaching or instructional modalities or technologies during the observation period (i.e., PowerPoint, smart board, projector, role-play, modeling, manipulatives, Q&A)?
Are the literacy materials representative of authors from cultural and linguistically diverse backgrounds?
Does the content or topic of the literacy materials selected reflect cultural and linguistic diversity?
Is student diversity reflected in literacy materials (characters represented and discussed in materials)?
Does the teacher value diversity in the classroom as measured by the teacher using examples that reflect diversity during the observation period (e.g., diverse points of view, pros/cons, both sides of an issue, obtaining multiple perspectives from students) or providing positive feedback for any response attempt?
Does the teacher incorporate at least one activity that explores diverse cultural backgrounds during the observation period?